What do excellent trainers seek when they want to develop their skills and expertise? Training! They look for new and effective ways to organize and package their content for more impactful training delivery. They seek the opportunity to process what they are learning with their peers. This series has been designed to incorporate all of this, with the goal of accelerating knowledge and skill development for both new and experienced trainers. The instructor will model, and participants will practice a diverse array of adult learner brain-friendly methodologies and practices designed to promote transfer of training outcomes.
Foundational Adult Learning Practices
- Course 1: The A.R.T. of Training
- Course 2: The A.C.T. of Connecting with R.E.S.P.E.C.T
Course Design and Development
- Course 3: The Nuts and Bolts of Building a Course
- Course 4: Creative Training with the Brain in Mind
- Course 5: Trainees Are Learning What They Are Doing
- Course 6: It’s Showtime! Delivery Tips and Pits
Transfer of Training
- Course 7: The Advantages of Partnering Within An Agency-wide Transfer System
- Course 8: Now What? Generating A Professional Direct Application Plan
Course 1: The A.R.T. of Training
The A.R.T. of training requires Attention > Retention > Transfer of content from the training room to the workplace. This big picture overview will introduce you to trainer principles that form a solid foundation for developing and delivering course content across subject matter areas and & practices that tend to have a positive impact on training outcomes.
Course 2: The A.C.T. of Connecting with R.E.S.P.E.C.T.
This course models the A.C.T. (Attention + Connection = Transfer) of embedding and practicing (not violating) established principles of adult learning with the goal of increasing participation while reducing resistance or trouble in your training room.
Course 3: The Nuts and Bolts of Building a Course
Constructing a strong building requires a blueprint and begins with a solid foundation. Following a systematic process in developing or updating curriculum provides the course designer a roadmap to make sure pre-determined instructional outcomes are met. It also supports clarity and consistency of delivery when the designers are not the only trainers of a course. Development time, content, and methodology depends on your audience and context (new worker induction vs. a topic-specific refresher for selected staff vs. policy and procedure updates or changes delivered to all staff) each call for particular building blocks and tools.
Course 4: Creative Training with the Brain in Mind
Recent neuroscience research has emerged supporting the theory that infusing creativity (which includes purposeful movement – music – art – color – stories - props) into your instructional design, enhances the learners’ experience and has a positive impact on the transfer of training outcomes. Albert Einstein says, “Creativity is intelligence having fun.” This course explores ways to accelerate learning by adding creative value to your existing program-based content.
Course 5: Trainees Are Learning What They Are Doing
This course explores a variety of techniques trainers can employ during delivery, reinforcement and checking for mastery throughout a course. Trainees are learning what they are doing; give them jobs to do beyond listening to you. Increase your toolbox of activities designed to engage the learners in encoding, retaining, retrieving, and applying your course content. Enjoy selecting from 50+ activities that are lesson-plan-ready to insert into your curriculum.
Course 6: t’s Showtime! Delivery Tips and Pits
A well developed, creative, interactive curriculum is only useful when delivered effectively. Public speaking, in the classroom or on-line, requires confidence, skill, subject matter expertise, and practice. This course highlights techniques that enhance & support the delivery of course material: techniques for staying calm and focused on the task; ancillary aid ideas; and checklists for the preparations that are the foundation of a powerful presentation.
Course 7: The Advantages of Partnering Within An Agency-wide Transfer System
Training is an on-going process, not an event. Staff may learn “about” doing the job in the training room; they learn how to do the job well by doing the job, with support, over time. Research indicates that specific practices in a collaborative partnership between the organization’s primary stakeholders before, during, and after a training event determines whether or not information, attitudes and skills obtained during training “sticks” – is retained and transfers over to workplace behaviors.
Course 8: Now What? Generating A Professional Direct Application Plan
What is taught is not what matters. What matters is that what is taught is remembered and applied on the job. In this closing A.C.T. (Action planning. Celebration. Tie it all Together) of the series you will have the opportunity to acknowledge your progress, revisit and share memorable lessons learned and create your own “Now What? – your plan for adopting and adapting selected concepts, principles and tips presented during this series and integrating them into your courses